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201. Questions: Philosophy for Young People: Volume > 19
Miriam Logan A Poem Upon Reflection of the Questions: What is Real? Are Ideas as Real as Matter?
202. Questions: Philosophy for Young People: Volume > 19
Lina Zein Are Intentions or Actions More Important? Well, It's Not That Simple
203. Questions: Philosophy for Young People: Volume > 19
Melanie Förg The Sense of Wonder: How To Inspire Children to (Continue to) Ask Philosophical Questions
204. Questions: Philosophy for Young People: Volume > 19
Janice Moskalik Maughn Rollins Gregory and Megan Jane Laverty, editors, In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education
205. Questions: Philosophy for Young People: Volume > 1
Editors and Facilitators
206. Questions: Philosophy for Young People: Volume > 1
Suzanne Strauss High School Essays on Families
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Three upper level high school students write on the issues of gender roles in families and define the norm for acceptable behavior and structure for a traditional family. These issues expand on the ideal lifestyle for high school students, the norm of marriage, and step-parent responsibilities and boundaries.
207. Questions: Philosophy for Young People: Volume > 1
David Shapiro What Do Rights Look Like?
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Arguing and examining the different fundamental rights and constitutional preferences that students obtain like “the right to worship as you choose”.
208. Questions: Philosophy for Young People: Volume > 1
Resources and Ideas for Discussions about Children’s Rights
209. Questions: Philosophy for Young People: Volume > 1
Dubi Bergstein Grownups and Children
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Bergstein, a 5th grade teacher, supervises three short narratives where 5th graders wrote regarding the relationships and responsibilities of grownups and children.
210. Questions: Philosophy for Young People: Volume > 1
David A. White, Jennifer Thompson On Children’s Rights and Patience
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Teachers White and Thompson allowed students to explore the primary-source readings from several philosophers in a 5th grade course called Apogee. The essay is written with a focus on Patience and other virtues.
211. Questions: Philosophy for Young People: Volume > 1
Wendy C. Turgeon Smithtown Middle School Great Book Discussion Group
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A group encompassed of three eighth grade respond to the etiquette of a classroom setting, the “fuzzy area” between adulthood and childhood, and basic accountability between the two categories through unbiased opinions in a philosophical environment.
212. Questions: Philosophy for Young People: Volume > 1
Jana Mohr Lone Introduction
213. Questions: Philosophy for Young People: Volume > 1
Rosana Aparecida, Fernandes de Oliveira, Walter Omar Kohan Philosophy, Childhood, and Subjectivity
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Functions and objectives serve as an incentive for children living in Brazil to question their role as a child in society.
214. Questions: Philosophy for Young People: Volume > 1
Sara Goering Doing Philosophy with Young Students
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Goering argues that children, at any age, have the potential to utilize logic and generate philosophical thinking through role-playing yet challenging games. This activity fosters a philosophical imagination for children.
215. Questions: Philosophy for Young People: Volume > 1
Editorial Board
216. Questions: Philosophy for Young People: Volume > 1
Talya Birkhahn A Conversation with Children: Children’s Rights in School and at Home
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Birkhahn discusses children’s rights with 1st grade students through cultural perspectives. Playing or studying in adolescent years serves as a significant role in this discussion.
217. Questions: Philosophy for Young People: Volume > 20
Wendy. C. Turgeon Editor's Note
218. Questions: Philosophy for Young People: Volume > 20
Claudia Sung The Importance of Sadness
219. Questions: Philosophy for Young People: Volume > 20
Ava Liversidge Do We Have a Right to Happiness?
220. Questions: Philosophy for Young People: Volume > 20
Sixth Graders Respond